Digital Education Action Plan 2021-2027Resetting education and training for the digital age（Ⅲ）

譯题  数字教育行动计划2021—2027：重置数字时代的教育和培训（三）

Product by European Commission  欧盟

《数字教育行动计划2021—2027》是继欧盟2018年1月发布《数字教育行动计划2018》之后的第二个欧盟数字教育行动计划。《数字教育行动计划2018》制定了欧盟数字教育框架，在2018至2020年推进了11项教育行动，帮助成员国应对在教育和培训中使用数字技术的挑战和机遇。《数字教育行动计划2021—2027》则将重点放在了教育和培训的长期数字化变革上，并提出了数字教育的长期愿景。

Education leaders play a key role in digital education. They need to understand how and where digital technologies can enhance education; provide appropriate resources and investment; empower educators; learn from best practice and support relevant organisational change and a culture that values and rewards innovation and experimentation. Education and training systems need to evolve and adapt and this requires all players， including institutional leadership and decision makers in policy， to lead this change.

Digital literacy is essential for life in a digitalised world. With computers and algorithms mediating many daily activities， it is important to educate people at all ages about the impact of digital technology on well-being and the way technology systems work. This is instrumental to developing an understanding of the risks and opportunities of digital technology and encouraging healthy， safe and meaningful uses of digital technology. Information overload and the lack of effective ways to verify information make it all the more necessary for individuals to be able to critically approach， assess and filter information and be more resilient against manipulation. Digital education and skills should also take into account environmental and climate impacts of the development and use of digital equipment and services.

Basic digital skills should become part of the core transferable skills that any citizen should have to be able to develop personally; engage in society as an active citizen; use public services; and exercise basic rights. A sound understanding of the digital world should be part of the formal and non-formal education provided in every education and training institution. Essential public services are increasingly delivered through e-government making basic digital skills indispensable for everyday life. Digital skills should also include a green dimension， taking into account environment and climate impacts in the use and development of digital equipment and services.

To support competitiveness， we need people to have the latest advanced digital skills to support the twin digital and green transitions of society， public services， and all parts of the economy. The deployment of technologies is affecting jobs and everyday life. This makes it even more important to invest in lifelong learning by promotion， provision and recognition of upskilling and re-skilling for the digital economy.

There is a need for high-quality education content to boost the relevance， quality and inclusiveness of European education and training at all levels. Education institutions have an increasingly important role as providers of lifelong learning. Digital technology should be harnessed to facilitate the provision of flexible， accessible learning opportunities， including for adult learners and professionals， helping them to re-skill， upskill or change careers. More ambitious efforts are needed in the areas of digital education content， tools and platforms. These efforts should encourage the uptake， quality assurance， validation， and recognition of courses and learning opportunities in all sectors of education and training. This can be supported through micro-credentials which capture the learning outcomes of short-term learning. In this regard， the Commission is developing a European approach for micro-credentials.

PRIORITY AREAS AND ACTIONS

The EU should ambitiously address the opportunities and challenges of digital transformation in education and training. The guiding principles above underpin two strategic priorities to be taken forward at the EU level， while fully upholding the principle of subsidiarity： fostering the development of a high-performing digital education ecosystem; enhancing digital skills and competences for the digital transformation.

譯文

教育领导者在数字教育中发挥着关键作用。他们需要了解数字技术如何以及在何处增强教育;提供适当的资源和投资;赋予教育者权力;从最佳实践中学习并支持相关的组织变革，重视和奖励创新与实验的文化。教育和培训系统需要发展和适应，这要求包括机构领导和政策决策者在内的所有参与者，都来领导这一变革。

数字素养对数字化世界中的生活至关重要。随着计算机和算法介入人们的日常活动，各个年龄段的人们都应该知道数字技术对幸福感和技术系统工作方式的影响。这有助于建立对数字技术风险和机遇的理解，并鼓励人们健康、安全和有意义地使用数字技术。信息超载和缺乏有效的信息验证方法等问题更需要个体批判性地接近、评估和过滤信息，并要求个体更能抵御信息操纵。数字教育和技能还应考虑数字设备和服务的开发及使用对环境和气候的影响。

基本的数字技能应成为核心可转移技能的一部分，任何公民都能得到个性化的发展，以积极的公民身份参与社会，使用公共服务并行使基本权利。对数字世界的深刻理解应该成为每个教育和培训机构提供的正式和非正式教育的一部分。基本的公共服务越来越依赖电子政务，从而使基本数字技能在日常生活中必不可少。数字技能还应包括绿色层面，并考虑到数字设备和服务在使用和开发中对环境和气候的影响。

为了支持竞争力，需要人们拥有最新的高级数字技能，以支持社会、公共服务以及经济各方面的数字和绿色的双重转型。技术的部署正在影响工作和日常生活。这使得通过推广，提供和认可数字经济的技能提升和再培训，以及对终身学习进行投资变得更加重要。

需要高质量的教育内容，以提高欧洲各级教育和培训的相关性、质量和包容性。教育机构作为终身学习提供者的作用越来越重要。应利用数字技术来促进成人学习者和专业人士获得灵活便捷的学习机会，帮助他们重新掌握技能、提高技能或改变职业。在数字教育内容领域，工具和平台需要做出更大的努力。这些措施鼓励在教育和培训的所有部门采用、批准并认可数字课程和学习机会，并做好其质量保证工作。这可以通过捕获个人短期学习成果的微证书来支持。在这方面，委员会正在制订一种欧洲的微型证书方法。

战略重点和行动

欧盟正在雄心勃勃地应对教育和培训中数字化转型的机遇与挑战。前文所述的指导原则支撑了在欧盟一级要推进的两个战略重点，同时充分坚持了辅助性原则：促进高性能数字教育生态系统的发展;增强数字技能和数字转型能力。